embracing generational differences Lesson Plan

Objectives: era in history. (Codrington & Marshall, 2004) Members of each share similar social conditions, historical • Define generational characteristics events, economic trends and technological advancements. • Review impacting factors of 4 They are influenced by noted personalities and cultural changes within that time period. The birth population of • Relate importance of generational attributes and each generation also plays a dynamic impact on the groups awareness competitive bids for education and workforce positions. • Relay generational impacts on families, organizations Together all of these influences help to mold and shape the and business groups’ values, thinking and personalities. To identify the persona of a generation look for three attributes: perceived Advance Preparation: membership in a common generation; common beliefs and • Assemble equipment behaviors; and a common location in history. (Howe & Strauss, 2000) When you can identify these things, you will • Review presentation find the Traditionalists, the , Generation Xers • Assemble handouts and program supplies and the . Materials Needed: One should keep in mind that generational beliefs are not absolute. Significant differences may vary from rural to • Computer urban settings and low to high economic backgrounds. It is • LCD projector also important to note that being born early or late in a gen- erational era may also alter ones viewpoints and opinions. • Media presentation Persons born within two to three years of a generational • Markers divide are referred to as “Cuspers” and may favor and dis- play characteristics from the past, next or even both relative • News print or poster board generations. They are the folks that cement generations • Recorded music and CD player together. They function as mediators, translators and men- tors. (Lancaster & Stillman, 2003) • Generational Quiz While specific generational age groups vary from research Time Needed: one hour to research it is important to understand that there is no specific birth or cutoff dates that truly define each group. Generations are more readily defined by their personalities. (Lancaster & Stillman, 2003) Each group is equally impor- Background: There is an old adage that says, “Every- tant; making lasting contributions and setting the stage for one is part of something greater than ones self”. (Un- the successes and problems of the following generations. known) There is great truth in that comment. Each of us is or has been a part of a family, neighborhood, city or Understanding the personalities of each group is valuable country. We may also be a part of groups, organizations, tool as to what makes each so discerning with reference to religions, fraternities and work forces. But larger than any education, work, parenting, politics, religion, home, eco- other affiliation each of us belongs to a generation. nomics, leisure and retirement. Generational knowledge gives us a timeless approach and foundation as we interact A generation can be defined as a group of people born with family members, strengthen relationships with differ- roughly within a twenty year time period during the same ent groups manage the workforce and set the stage for the future.

For more information on Volunteerism within Texas AgriLife, please visit: http://od.tamu.edu Interest Approach: Divide participants into evenly di- vided groups. Using markers, poster board or newsprint; References: direct each group to draw pictures identifying their assigned generational group. Encourage them to highlight songs, modes or travel, technology, fashion and noted activities. Cluman, Ann S., Smith, J. Walker and Yaneklovich Part- ners, (08/23/04 Rocking the Ages: The Yaneklovich Report of Generational Marketing, Retrieved August 23, 2004 from Lesson: http://www.bizsum.com/articles/art_rocking-the-ages.php . Slide 1, Introduction of topic

Slide 2, Share quote from Homer’s Iliad Codrington, Graeme and Marshall, Sue (Retrieved on Slide 3, Definition of a generation 8/23/04). Mind the Gap, Understanding Why We Don’t Understand, Retrieved March10, 2005, from http://www. Slide 4, Generation Identification tomorrowtoday/content/blogcategory/103/93 . Slide 5, Definition of “Cusper” Slide 6, How We Learn About Others Howe, Neil and Strauss, William (2000) Millennials Rising: Slide 7, Generational Timeline The Next Great Generation, New York, NY, Vintage Books. Slide 8, Generational Identity quote Distribute “Embracing Generational Differences” Handout Howe, Neil and Strauss, William (1998) The Fourth Turn- ing. New York, NY, Broadway Books. Slides 9-15, The Traditionals Slides 16-22, Baby Boomers Howe, Neil and Strauss, William (1990) Generations, The Slides 23-30, History of America’ Future, New York, NY, William Morrow & Slides 31-37, Millennials Company, Inc. Generational Quiz (Fun Test) Kingwood College Library, (Retrieved on 8/23/04) American Cultural History, 1901-1999, Retrieved March 3, 2005, from Slide 38, So What? http://kclibrary.nhmccd.edu/decadehtml . Slide 39, quote from When Generations Collide Slide 40, quote from Franklin D. Roosevelt Lancaster, Lynne C. and Stillman, David (2003). When Slides 41-44, References Generations Collide. New York, NY, Harper Business.

Application: All of us have been guilty of thinking or say- Tulgan, Bruce,(2000) Managing the Generation Mix. ing, “What were they thinking?” or “People just don’t work W.W. Norton the way they use to.” The way we think, act and react to situations with respect to our families, work and leisure can be attached to our generational places in history. We re- Raines, Claire, (2002)Generations at Work, Managing spond to situations accordingly with what we have learned, Maillennials, Retrieved August 23, 2004, from http://www. witnessed and anticipated. How will you help to bridge generationsatwork.com/articles/millenials.htm . the generation gaps? Will you make an effort to coach, mentor or even change your opinion about someone, how they dress or go about doing business? Maybe in doing so someone will change their opinion about you.

For more information on Volunteerism within Texas AgriLife, please visit: http://od.tamu.edu